AAPI Women Voices: Untold Stories Through Poetry · 2017. 2. 22. · AAPI Women Voices: Untold Stories Through Poetry AdvancingJustice-LA.org 1 AASC.UCLA.org Subject English Language

AAPI Women Voices: Untold Stories Through Poetry

AdvancingJustice-LA.org 1 AASC.UCLA.org

Subject English Language Arts

Grade 7-12

Topic AAPI Women Voices: Untold Stories Through Poetry

Number of

Lessons 7

Unit Summary Through this unit students will explore Asian American and Pacific Islander

(“AAPI”) women’s poetry in order to craft and inspire their own poetry. After

analyzing and interpreting poems, students recognize poetry as a vehicle to

express their own untold stories about events small and large.

This unit will expose students to voices of AAPI women poets. Their

experiences will help facilitate a dialogue of identity, beauty, tradition and

activism. Many students face these issues during this pivotal time of their

development.

Furthermore, this unit will help students explore their viewpoints as they craft

and design their own poems and explore the readings. This unit allows

students of all abilities and intersectionalities to make their voices heard and

draw from their unique perspectives.

Common Core

Standards

Addressed

CCSS.ELA-LITERACY RL (Reading Standards for Literature) RI (Reading Standards for Informational Texts) W (Writing Standards) SL (Speaking and Listening Standards)

RL.7-12.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text…

RL.7-12.2: Determine a theme or central idea of a text and analyze its development over the course of the text including its relationship to the characters, setting, and plot; provide an objective summary of the text…

RL.7-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings…

RL.7-12.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning…

RL.7-12.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems...

RI.7-10.2: Determine a central idea of a text and analyze its development over the course of the text… provide an objective summary of the text.

W.7-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience…

W.7-12.10: Write routinely over extended time frames… and shorter time frames… for a range of tasks, purposes, and audiences

SL.7-12.1: Engage effectively in a range of collaborative discussions… with diverse partners… building on others' ideas and expressing their own clearly….

Skill-based

Learning

Objectives

The specific skills of the standards the students will learn in this unit. 1. Students will find the central idea of the texts. 2. Students will identify and analyze similes and metaphors as effective

devices in discussing everyday details. 3. Students will determine the point of view of the poem and explore alternate

points of view. 4. Students will craft a poem, inserting rhyme or repetition observed in mentor

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poems. 5. Students will adjust word choice to align with a particular mood. 6. Students will revise poems for structure, line breaks, and form to enhance

the theme of their poem overall. 7. Students will explore new ways to increase impact via poetic devices 8. Students will review and offer feedback on another student’s poems thus

far. 9. Students will group and order their own poems by theme, and select one to

perform.

Knowledge-

based Essential

Learning

1. Students will learn about retaining culture through poetry. 2. Students will learn about the challenges AAPI women face 3. Students will identify the themes and experiences portrayed in the poems,

then compare and contrast them to their own life experiences

Materials

Materials provided: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. “Central Idea Handout” 3. “Compare and Contrast Handout” 4. “Compare and Contrast” teacher version 5. “Connotation Denotation Handout” 6. “Form Review Handout” 7. “Performance Handout” 8. “Repetition Alliteration Rhyme Handout” 9. “Simile Metaphor Handout”

10. “Unit Slide Women Poetry 1 Central Idea” 11. “Unit Slide Women Poetry 2 Compare Contrast” 12. “Unit Slide Women Poetry 3 Simile Metaphor” 13. “Unit Slide Women Poetry 4 Connotation” 14. “Unit Slide Women Poetry 5 Repetition” 15. “Unit Slide Women Poetry 6 Form Review” 16. “Unit Slide Women Poetry 7 Performance”

Videos available online: 1. Jetnil-Kijiner, Kathy. Fighting Climate Change with Poems: Kathy Jetnil-

Kijiner. United Nations Framework Convention on Climate Change, youtube.com, Dec. 3, 2015. Web, accessed Nov 27, 2016. Run time 3:56. <https://www.youtube.com/watch?v=65nhhzhZ_x8>.

2. Jetnil-Kijiner, Kathy. Marshall Islands Poet to the U.N. Climate Summit: “Tell Them We Are Nothing Without Our Islands.” Democracy Now!, youtube.com, Dec. 2, 2015. Web, accessed Nov. 27, 2016. Run time 4:01. <https://www.youtube.com/watch?v=YUO_qijo0us>.

3. Mirikitani, Janice. Bad Women, a poem by Janice Mirikitani. Glide Foundation, youtube.com, June 2, 2010. Web, accessed Nov. 27, 2016. Run time 2:58. <https://www.youtube.com/watch?v=wvPmygOXHLM>.

4. Tsai, Kelly. Spoken Word: “Black White Whatever” Kelly Tsai (Def Poetry). Kelly Tsai, youtube.com, Oct. 3, 2008. Web, accessed Nov. 27, 2016. Run time 4:30. <https://www.youtube.com/watch?v=uNU_Abkqryc>.

Recommended supplemental material: 1. Mirikitani, Janice. Why is Preparing Fish a Political Act? Poetry of Janice

Mirikitani. Prod. Russell Leong. Asian Americans Advancing Justice – Los Angeles, 1990. youtube.com, Sept. 8, 2016. Web, accessed Sept. 23, 2016. <https://www.youtube.com/watch?v=6678VWq6o2c/>.


https://www.youtube.com/watch?v=65nhhzhZ_x8

http://www.youtube.com/watch?v=YUO_qijo0us

https://www.youtube.com/watch?v=wvPmygOXHLM

http://www.youtube.com/watch?v=uNU_Abkqryc

https://www.youtube.com/watch?v=6678VWq6o2c/



Materials Not Included: LCD Projector, Screen, Speakers

Curriculum

Developer Megan Roberto

Curriculum

Contributors Prabhneek Heer, Kristy Phan

LESSON PLANS

Standards Addressed:

RL.7-12.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text…

RL.7-12.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text…




Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. “Central Idea Handout” 3. Mirikitani, Janice. Bad Women, a poem by Janice Mirikitani. Glide Foundation, youtube.com,

June 2, 2010. Web, accessed Nov. 27, 2016. Run time 2:58. <https://www.youtube.com/watch?v=wvPmygOXHLM>.

4. “Unit Slide Women Poetry 1 Central Idea”

Materials Not Included: 1. Projector 2. Speakers

Activity 1: Warm-up (10 minutes)

In order to connect to students’ prior knowledge of poetry and introduce some of the themes of the unit: 1. Distribute the “Central Idea Handout”. 2. Have students complete the “What Is Poetry Anticipation Guide” in the handout 3. Show “Unit Slide Women Poetry 1 Central Idea” 4. Get class responses on a few of the What Is Poetry Anticipation Guide questions.

LESSON 1: Unit Introduction, Central Idea. Suggested Time: 60 minutes





Activity 2: Central Idea (20 minutes)

We will teach students to

interpret a poem

draw the central idea of the poem the poet is conveying.

1. Show “Unit Slide Women Poetry 1 Central Idea”.

2. The basic structure of a poem. Prose Structure: Poetry Structure: Sentence Line Paragraph Stanza

3. Explain to the students:

In this unit we will be using the experiences and poetry of AAPI Women.

AAPI is short for Asian American and Pacific Islander.

We will explore how poems are used to depict various subjects.

Poets often explore different issues, topics, and ways of thinking.

Today we will talk about the central idea of the poem, Bad Women by Janice Mirikitani.

4. Provide a short background of the poet, Janice Mirikitani:

Born, raised in California

She is a community organizer

She and her family were incarcerated in Rohwer, Arkansas, concentration camp with the

mass internment of 120,000 Japanese Americans during World War II.

Co-founder and President of the Glide Foundation.

Glide empowers San Francisco’s poor and marginalized communities to make meaningful

changes in their lives to break the cycle of poverty and dependence.

5. Ask students to

observe in the Bad Women video you are about to show.

how Mirikitani emphasizes her words

how she introduces her topic

how she concludes her poem

6. Play the video, Bad Women, a poem by Janice Mirikitani, Run Time 2:58 https://www.youtube.com/watch?v=wvPmygOXHLM

7. Have students individually reflect after viewing.

8. Have students think-pair-share how their thoughts have changed about poetry and bad

women after watching the video.

9. Ask students to share their responses with whole class. (those who are comfortable)..

Do you agree with Janice’s take on being a bad woman?

Do you enjoy her poem?

What pieces do you like or dislike?

Where does her inspiration come from?





10. Poets often surprise us about topics.

Ask students to keep all their classwork in their notebook for a culminating task at the end of the unit.

Ask students to brainstorm a few things in your handout that others would be surprised to learn about you.

Activity 3: Poem of the Day: “Bad Women” by Janice Mirikitani (20 minutes)

1. Explain the expectation of this class to students.

We will exploring 1 or 2 poems each day in class

Study poems as homework

Learn how to write poems

At the end of this unit you will write your own poem

Keep all classwork, homework, and handouts. They will be helpful in writing your own poem. Bring all your handouts to class.

“AAPI Women Voices: Untold Stories Through Poetry” story contains all the poems for lecture, classwork and homework. Bring it to class everyday.

2. Distribute the “AAPI Women Voices: Untold Stories Through Poetry” story. Ask the students to keep it for future lessons.

3. Ask students to turn to “Bad Women” poem.

4. Ask 7 students to read aloud the 7 stanzas, one stanza at a time. As we read we have to consider other ideas. We heard this poem out loud in the video.

5. Classwork. Ask students to go back to the poem

Highlight their favorite lines.

Star lines that make you think differently about the title Bad Women.

Think about the last line, the concluding line, “Bad women can burn.” What does it mean? Is that the central idea of the poem? Mark the lines which support the concluding line.

6. Have students share their findings in pairs.

7. Class Discussion. Have a whole class discussion and encourage students to use the speaking and listening prompts.

What is the central idea of the poem?

What is Janice Mirikitani conveying in her concluding line?

Keep in mind you will need a central idea and a concluding line for your own poem.

Activity 4: Review Central Idea Homework (10 minutes)

1. Homework for all students

“Learning to love America” poem by Shirley Geok-Lin Lim.

a. Read Janice Mirikitani’s biography in the “AAPI Women Voice” story. b. Read Shirley Geok-Lin Lim’s biography in the “AAPI Women Voice” story. c. Read “Learning to love America” poem by Shirley Geok-Lin Lim. d. Turn to the homework page in your “Central Idea Handout”.

Ask students to

write their interpretation of the 7 lines in the poem

write how they feel about the concluding line.




2. Additional homework for high school students “One Kind of Hunger” by Lehua M. Taitano. 1) Read Lehua M. Taitano’s biography in the “AAPI Women Voice” story. 2) Read “One Kind of Hunger” by Lehua M. Taitano.

3) Turn to Homework 2 in their “Central Idea Handout”.

Find how Taitano develops the central idea in the poem, “One Kind of Hunger” Give some background information about the poem: (More information on “The Origin of Stories” can be found at http://www.thestoryweb.com/seneca/)

The poem is Lehua Taitano’s response/re-telling of “The Origin of Stories.”

“The Origin of Stories” is a Seneca oral story regarding the creation of story itself and its

importance in passing on cultural tradition.

“One Kind of Hunger” is a furthering of the ideology of indigenous cultural preservation

practices.

It tells the tale of an orphan boy who goes out hunting and discovers a stone that tells

stories. The boy learns quickly that the emotional nourishment he receives from the

stone’s stories is even more important than the physical nourishment he receives from

the birds he hunts.

4) Find at least 3 lines in the poem that support the central idea of the poem.

5) Write how the central idea relates to your own experiences.


RL.7-12.1: Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text…

RL.7-12.2: Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an

objective summary of the text…

RL.7-12.10: By the end of the year, read and comprehend literature, including stories, dramas,

and poems...

SL.7-12.1: Engage effectively in a range of collaborative discussions… with diverse partners…

building on others' ideas and expressing their own clearly….

Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story. 2. “Compare and Contrast Handout” 3. “Compare and Contrast Handout Teacher Version” 4. “Unit Slide Women Poetry 2 Compare Contrast”

Materials Not Included: 1. Projector 2. Speakers

LESSON 2: Compare and Contrast Suggested Time: 50 minutes




Activity 1: Review Previous Day’s Homework and Discuss (10 Minutes)

1. Ask students the following discussion questions:

What is the central idea of “Learning to love America” by Shirley Geok-Lin Lim?

For high school students review Poetry Central Idea Homework 2

What is the central idea of “One Kind of Hunger”?

Where in the poem do you see these ideas expressed?

2. Have students share their thoughts with the class.

Activity 2: Poem of the Day: “Evening Prayer” by Vandana Khanna (35 minutes)

1. Purpose of Compare and Contrast

In the previous lesson, students practiced how to find the central ideas in a poem.

In this lesson, students will compare and contrast their life experiences with ones portrayed in the poem.

Comparing and contrasting will help students identify the unique aspects and culture in their lives that they can write poetry on.

This enables students to understand that poetry is connected to real life experiences and that it is a vehicle to understand experiences that are different from theirs.

2. Distribute “Compare and Contrast Handout”

Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry” story and turn to the “Evening Prayer” poem.

3. Start “Unit Slide Women Poetry 2 Compare Contrast”.

4. Talk about the poet, Vandana Khanna.

Vandana Khanna was born in India

Raised in Falls Church, Virginia

Her poems spotlight challenges immigrants face in the United States, youth struggle when choosing between different parts of their identity, and the difficulties of being ridiculed or bullied for their identity.

5. Explain the terms used in the poem.

Hinduism = a religion, or a way of life, found most notably in India and Nepal

Hindu = a follower of Hinduism

Mandir = A Hindu temple

Ganesh (also spelled Ganesa or Ganesha) = a Hindu god, the Lord of Good Fortune

Krishna = a major Hindu deity (god or goddess)

Arti = a Hindu religious ritual of worship

6. Select students to read one stanza at a time.

7. Vandana Khanna describes her struggle with the religion at home and the one at school. “Two Gods: the one in the closet and the one from school days and both are not mine”

8. Discuss with students:

What are the struggles Vandana Khanna has at home and at school?

Ask them to write them down in their handout. They will use this in their homework.




9. Explain the next set of terms used in the poem.

Mantra = a sound, word, or phrase that is repeated by someone who is praying

Ram Ram = a chant

Christianity = a religion based on the life and teachings of Jesus Christ

Alleluia or Hallelujah = In Christianity, translates to "praise the Lord“

Bhagavān is generally translated as Lord or God

Om Shanti means peace for humankind, other living beings, non-living beings, the universe, and every other manifestation of the cosmos.

10. When students finish reading, discuss with students:

Vandana Khanna describes her struggle with two cultures: the culture of her family and the American culture on names, appearance, and food.

Ask them to write them down in their handout. They will use this in their homework.

11. Have students discuss the cultural struggles they have.

Activity 3: Review Compare and Contrast Homework (10 minutes) A. For all students:

Compare and Contrast Homework in their “Compare and Contrast Handout”: 1. Read Vandana Khanna’s biography in the “AAPI Women Voices” story. 2. Read the “Evening Prayer” poem. Highlight/annotate the lines that compare and contrast

the author’s experience with the experience of others. 3. Refer to points #4 and 6 in the on page 1 of their handout. Write down their own

struggles which could be different kinds of struggles than what Vandana Khanna has.

B. Additional homework for high school students:

1. Read “Blue Madonna” by Vandana Khanna in the “AAPI Women Voices” story. 2. In the Venn diagram students will compare and contrast the experience of the author

and others, and Christianity and Hinduism as portrayed in the poem.

Discussion Questions: 1. What does this chart reveal about these religions – particularly, about the role of girls

and women? 2. How does the experience of the author mirror or differ from yours? You may talk about

religion, culture, family, gender, immigration or any other topic.


RL.7-12.4: Determine the meaning of words and phrases as they are used in the text, including

figurative and connotative meanings…

RL.7-12.10: By the end of the year, read and comprehend literature, including stories, dramas,

and poems...

W.7-12.10: Write routinely over extended time frames… and shorter time frames… for a range

of tasks, purposes, and audiences

LESSON 3: Simile and Metaphor Suggested Time: 65 minutes




Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. Jetnil-Kijiner, Kathy. Marshall Islands Poet to the U.N. Climate Summit: “Tell Them We Are

Nothing Without Our Islands.” Democracy Now!, youtube.com, Dec. 2, 2015. Web, accessed Nov. 27, 2016. Run time 4:01. <https://www.youtube.com/watch?v=YUO_qijo0us>.

3. “Simile Metaphor Handout” 4. “Unit Slide Women Poetry 3 Simile Metaphor”

Materials Not Provided:

1. Projector 2. Speakers (to listen to poem)

Activity 1: Review Previous Day’s Homework (10 minutes)

Activity 2: Explain simile and metaphor (20 minutes)

1. Literal language and figurative language

Explain to students: In this lesson, they will learn what are smile and metaphor, how to identify, create, and analyze similes and metaphors.

Distribute the “Smile Metaphor Handout.”

Start “Unit Slide Women Poetry 3 Simile Metaphor”. a. Literal language is used to mean exactly what is written.

• “It was raining a lot, so I rode the bus.” • In this example of literal language, the writer means to explain exactly what is

written: that he or she chose to ride the bus because of the heavy rain.

b. Figurative language is used to mean something other than what is written; something symbolic, suggested, or implied • It was raining cats and dogs, so I rode the bus." • In this example of figurative language, there were not actually cats and dogs falling

from rain clouds, instead, the rain felt so heavy and large that it was almost as if small animals were falling from the sky.

2. Simile and metaphor are figurative language

Review the examples and ask the students to explain what they mean.

Simile Metaphor

Makes a comparison between 2 things or persons using “like” or “as”

Makes a comparison between 2 things or persons without using “like” or “as”

1 Life is like a journey. Life is a journey.

2 You are like sunshine on a cloudy day. You are my sunshine on a cloudy day.

3 You are like a hurricane: there's calm in your eye, but I'm getting blown away.

You are a hurricane.





Simile

4 Her wit is as sharp as a razor.

5 For I knew his eyes like an old, old song.

6 They only know our love was brief And passing like an autumn leaf.

7 A single dim ray, like the thread of the spider, shot from out the crevice.

8 The pale moon like a petal floats in the dusk of Spring.

9 My good intent has fallen short like an arrow.

Metaphor

10 His answer to the problem was just a Band-Aid, not a solution.

11 The path of resentment is easier to travel than the road to forgiveness.

12 The teacher planted the seeds of wisdom.

13 The wheels of justice turn slowly.

14 And therefore I went forth with hope and fear into the wintry forest of our life.

3. Ask students to identify which is a simile or a metaphor:

Simile or Metaphor

15 He is as tall as a tree. Simile

16 My book bag feels like a bag of rocks. Simile

17 He is fishing in troubled waters. Metaphor

18 She dances like she was trying to shake a spider off her leg. Simile

19 He is the Stephen Curry of his basketball team. Metaphor

Activity 3: Poem of the Day: “Tell Them” by Kathy Jetnil-Kijiner (30 minutes)

Students will listen to poetry out loud in order to develop skills and ideas on how to perform their pieces at the end of the unit. 1. Show the slide of Kathy Jetnil-Kijiner:

Talk a little about the background of poet and the poem

Kathy Jetnil-Kijiner: Born in the Marshall Islands. Moved to Hawai’i at the age of 7. Moved back to the

Marshall Islands at the age of 25. Show where Marshall Islands is on the map. Earned MA from University of Hawai’i Climate activist. Addressed UN’s Climate Summit in 2014. Writes about the U.S. nuclear testing conducted in the Marshall Islands, militarism, the

rising sea level as a result of climate change, forced migration, racism in America. From 1946 to 1958, the U.S. conducted 67 nuclear tests in the Marshall Islands.

Equals 1.6 Hiroshima-size explosions per day

2. Play Marshall Islands Poet to the U.N. Climate Summit: “Tell Them We Are Nothing Without Our Islands. Run time 4:01 Source: https://www.youtube.com/watch?v=YUO_qijo0us


https://www.youtube.com/watch?v=YUO_qijo0us



3. Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry” story

Turn to “Tell Them”.

Open the Unit Slides.

Advance to the slide to the “Tell Them” poem.

Ask students to put the similes in circles and put metaphors in boxes on the “Tell Them”

poem while going over unit slides.

Turn to stanza 4. Read until tree stump, the first simile. Explain the similes and

metaphors.

show them where it is on a map

tell them we are a proud people Explain the following similes & metaphors toasted dark brown as the carved ribs Ask student to circle this simile in the poem of a tree stump tell them we are descendents of the finest navigators in the world tell them our islands were dropped Ask students to put this metaphor in a box. from a basket carried by a giant tell them we are the hollow hulls of canoes as fast as the wind slicing through the pacific sea

we are wood shavings Read until “waiting patiently for the ilomij” and drying pandanus leaves Ask students to identify the similes & metaphors and sticky bwiros at kemems tell them we are sweet harmonies of grandmothers mothers aunties and sisters songs late into night tell them we are whispered prayers the breath of God a crown of fushia flowers encircling aunty mary’s white sea foam hair tell them we are styrofoam cups of koolaid red waiting patiently for the ilomij Ilomij is the wake of memorable family celebrations and sorrows. Marshallese are patiently waiting for the day when climate change is under control

Activity 4: Review Homework (5 minutes)

1. Simile Metaphor Homework in the “Simile Metaphor Handout” for all students:

a. Finish the interpreting simile and metaphor chart in the “Simile Metaphor Handout” as homework.

b. Read Kathy Jetnil-Kijiner’s biography in the “AAPI Women Voice” story. c. Answer the discussion questions. d. Complete the simile metaphor exercise.




2. Simile Metaphor Homework 2 in the “Simile Metaphor Handout” – additional homework for high school students: a. Read Monica Ferrell’s biography in the “AAPI Women Voices” story. b. Read Monica Ferrell’s poem, “Geburt des Monicakinds.” c. Complete the interpreting simile and metaphor chart on “Geburt des Monicakinds.” d. Complete discussion questions.





W.7-12.10: Write routinely over extended time frames… and shorter time frames… for a range of tasks, purposes, and audiences.


Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. “Connotation Denotation Handout” 3. “Unit Slide Women Poetry 4 Connotation”

Activity 1: Review previous lesson’s homework (5 minutes)

Activity 2: Explain connotation and denotation (20 minutes)

1. Connotation and denotation Explain to students: In this lesson, you will learn that words have denotations and connotations. That is, words can have similar dictionary definitions, but have different implied meanings or emotional associations. Writers and poets use connotations of words to effectively convey their message or meaning of the poem.

2. Distribute the “Connotation Denotation Handout” Start “Unit Slide Women Poetry 4 Connotation”. a. Denotation

The literal, dictionary definition of a word.

Example: Hollywood denotes a neighborhood in the central region of Los Angeles, California.

b. Connotation

The emotional, social, or cultural implications of a word that go beyond its dictionary definition. Words can have positive (favorable) or negative (unfavorable) connotations. Connotations are on a spectrum of positive or negative.

Example: Hollywood connotes materialist, glamorous, and superficial lifestyles or beliefs.

LESSON 4: Connotation and Denotation Suggested Time: 70 minutes




3. Have students discuss the difference in meaning between the words “house” and “home” in the statement, “I live in a house, but I want to feel like I live in a home.”

4. Use this chart to explain other examples of denotation and connotation.

Denotation Connotation

Home the place where one lives permanently, especially as a member of a family or household

Family, love, security “Home is where the heart is”

Hollywood A neighborhood in the central region of Los Angeles, California.

Materialist, glamorous, and superficial lifestyles “A typical Hollywood plot”

Dove A small wild bird that is related to pigeons

Gentle “The new policy contains a dovish increase in interest rate.”

Shark A large and often dangerous sea fish with very sharp teeth

Ruthless “This loan shark charges 10% interest per week.”

5. Display on slides two groups of words. Discuss with the class which words have positive connotations and which words have negative connotations.

Negative connotation General Denotation Positive connotation

Intrusive, Nosy Interested Curious, Inquisitive

Stubborn, Inflexible Persistent Strong Willed, Determined

6. Ask students to decide whether these groups of words with similar denotations have positive or negative connotations. Write their own answers in the chart in their handout.

thrifty, stingy, penny-pinching, cheap, economical, resourceful uncommon, off-the-wall, bizarre, weird, exceptional, extraordinary

7. Display the answers. Discuss with students.

Negative connotation General Denotation Positive connotation

Stingy, Penny-pinching, Cheap Thrifty Economical, Resourceful

Off-the-wall, Bizarre, Weird Uncommon Exceptional, Extraordinary

8. Review the examples and ask the students to explain what they mean. Consider these two sentences that describe essentially the same situation, but in different words. How does changing the word choice affect the impression of the sentence?




a. The activist spoke passionately of his platform at the demonstration.

Impression: This person cares about changing the world.

b. The vigilante fanatically preached his ideology at the riot.

Impression: This person is crazy and sticks to his beliefs even if they are wrong.

Activity 3: Poem of the Day: “Guantanamo” by Shadab Zeest Hashmi (15 minutes)

Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry.” Turn to the poem “Guantanamo” by Shadab Zeest Hashmi. 1. Introduce the author of “Guantanamo,” Shadab Zeest Hashmi

• Born in Pakistan and moved to the US at 18 to attend college. • Writes about the effect of British colonialism on Pakistani identity, relations between the

United States and the Middle East, and Arab American issues • Works as an editor for MahMag World Literature (magazine) and a columnist for 3 Quarks

Daily (blog and magazine)

2. Introduce the background of the poem • Short for Guantanamo Bay Detention Center in the US Cuban Naval Base • Imprisons suspected members of al-Qaeda (Islamic militant group) and the Taliban

(Islamic fundamentalist group) as part of the larger “War on Terror”. • Infamous for its many human rights abuses, use of torture tactics on prisoners and lack of

due process.

3. Class lecture • Ask students to put circles around negative connotations and put rectangles around

positive connotations. • Discuss the meaning the connotations give to the poem according to the unit slides.

A guard forces you to urinate on yourself Stanza 1 Another barks out louder than his dog Negative connotation for scream the names of your sisters who live in the delicate nest Positive connotation for a comfortable home of a ruby-throated hummingbird Each will be a skeleton he says Negative connotation. Each sister will be killed. Was there someone who gave you Stanza 2 seven almonds for memory, a teaspoon of honey every morning? Cardamom tea before bed? Someone who starched your shirts in rice water, then ironed them? Held your chin To say the send-off prayer before school?




You’re tied to a metal coil Stanza 3 And memory is a burnt wire. Negative connotation. Destroyed wire.

Not functioning, worthless, beyond repair Points out the concluding line to the students.

Activity 4: Class Discussion “Desert Flowers II” by Janice Mirikitani (15 minutes)

1. Have students turn to the poem “Desert Flowers II” by Janice Mirikitani. 2. Introduce the background for “Desert Flowers II” by Janice Mirikitani

a. WWII, 1944: Executive Order 9066 issued by President Roosevelt incarcerated 120,000 Americans of Japanese descent in 10 rural concentration camps around the US.

b. An injustice born out of racism, wartime hysteria, and plain greed, the internment resulted in lost livelihoods and broken communities.

c. Mirikitani and her family were incarcerated in Rohwer, Arkansas. d. Mirikitani uses “I” in the poem to refer to the community of incarcerated Japanese

Americans.

3. Get students to prepare to write their own “I Am” poem. You will be writing your own poem using “I” to refer to a community. a. Therefore pay attention to how Mirikitani uses it. b. And pay attention to the concluding line. c. Learn how poets write the concluding line of their poems. This will help you to write your

own.

4. Ask a few students to take turns to read aloud the poem.

5. Classwork: Ask students to identify the first 3 connotations. Ask students to put circles around negative connotations and put rectangles around positive connotations.

Discuss the meaning of the connotations given to the poem.

Bamboo, mimosa, eucalyptus seed. Stanza 1

Resilience, strength, courage.

Positive connotation. Stands for Resilience, strength, courage..

What are you Asian Americans including those born in the U.S.

Where are you really from? quite often got asked these questions. Why does

Janice feel hurt to be asked these questions?

Go back to where you belong

What are you? Stanza 2 I am the wind that shaves mountains, Wind is a positive connotation for being strong

twisted barbed wire of Amache Gate, Negative connotation of the abuses in the camp.

Poston, Manzanar, Rohwer,Tule Lake

I am memory hurling us into history. Stanza 3 I am the fist of sand that pushed my There were frequent sand storms in the camp.

mother against a wall of silence. Her mother had to keep her feelings inside amid the abuses.




Activity 5: Fold-It Poem group activity (10 minutes)

The Fold-It Poem activity is to show students writing poem can be fun and easy.

1. Ask students to turn to the Fold-It Poem in their handout. 2. Divide the class into a few groups with about 5 students in each group. 3. Read the instructions to the class. 4. Have each group follow the instructions to write their group poem. 5. Students will have fun reading the group poems.


1. Homework for all students

a. Practice writing connotations in the homework section of the handout.

b. Finish reading “Desert Flowers II”.

c. Identify at least 5 connotations in the rest of “Desert Flowers II”.

d. Complete discussion questions.

2. Additional homework for high school students

a. Read Sahra Vang Nguyen’s biography in the “AAPI Women Voices” story.

b. Analyze the connotations in Sahra Vang Nguyen’s “Idolize” poem.

Standards Addressed: RL.7-12.4: Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings... RL.7-12.10: By the end of the year, read and comprehend literature, including stories, dramas,

and poems... W.7-12.4: Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience… W.7-12.10: Write routinely over extended time… and shorter time frames… for a range

of tasks, purposes, and audiences.

Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. Jetnil-Kijiner, Kathy. Fighting Climate Change with Poems: Kathy Jetnil-Kijiner. United

Nations Framework Convention on Climate Change, youtube.com, Dec. 3, 2015. Web, accessed Nov 27, 2016. Run time 3:56. <https://www.youtube.com/watch?v=65nhhzhZ_x8>.

3. “Repetition Alliteration Rhyme Handout” 4. “Unit Slide Women Poetry 5 Repetition”

Materials Not Provided:

1. Projector 2. Speakers (to listen to poem)

Activity 1: Review Previous Day’s Homework (5 minutes)

LESSON 5: Repetition, Alliteration, and Rhyme Suggested Time: 60 minutes





Activity 2: Explain three sound devices: repetition, alliteration, and rhyme (15 minutes)

1. Repetition, Alliteration, and Rhyme

a. Explain to students:

Often when we hear repetition, alliteration, and rhyme all create rhythm. They make poems stick with us the way that music does.

They can all be used at the same time.

They draw the audience’s attention to important lines.

Since we perform poetry out loud, we sense these sound devices from hearing them, rather than reading them.

In this lesson, they will learn about the 3 sound devices, how to identify and create them.

b. Distribute the “Repetition Alliteration Rhyme Handout”.

Begin “Unit Slide Women Poetry 5 Repetition”.

Repetition: The use of the same words or phrases to create a beat, rhythm, or develop emphasis.

• “How they tinkle, tinkle, tinkle, in the icy air of night!” • In this example of repetition, the writer is emphasizing and bringing the audience’s

attention to the tinkling of the subject [bells].

Alliteration: The repetition of the first sounds of words. • “Deep into that darkness peering, long I stood there wondering, fearing.” • This example of alliteration, deep and darkness, shows how the device is used to

bring attention to certain words to set the tone, mood, or rhythm of the passage. Rhyme: A type of echoing which uses a correspondence of sound

• “It was quite a shock to find my sock sitting atop the rock.” • This rhyme example, shock, sock, rock, shows how rhyme can be used to

establish a rhythm or beat.

2. Review the first 3 examples of each sound device. Ask the students to identify the rest.

Repetition

1 I want her to live. I want her to breathe. I want her to be happy.

2 If you think you can win, you can win.

3 Almost nothing was more annoying than having our wasted time wasted on

something not worth wasting it on.

4 And miles to go before I sleep, and miles to go before I sleep.

5 Common sense is not so common.

6 The horror! Oh, the horror!




Alliteration

7 She walked past the babbling brook every day.

8 Peter Piper picked a peck of pickled peppers.

9 I have a dream that my four little children will one day live in a nation where they will

not be judged by the color of their skin but by the content of their character.

10 Fair is foul, and foul is fair: hover through the fog and filthy air.

11 The soul selects her own society.

12 So we beat on, boats against the current, borne back ceaselessly in the past.

Rhyme

13 I have measles and the mumps, a gash, a rash, and purple bumps.

14 This precious book of love, this unbound lover, to beautify him only lacks a cover.

15 From there to here, and here to there, funny things are everywhere.

16 True words end; lies extend.

17 Being two beings requires a rage for rigor, rewritable memory, hybrid vigor.

3. Ask the students to identify which sound device is being exemplified. Discuss how they are identified.

Which sound device?

18 Through the balmy air of night, how they ring out their delight! Rhyme

19 “Breathe, breathe, breathe,” I told myself. Repetition

20 What tale of terror, now, their turbulence tells! Alliteration

21 Her socks wouldn’t fit Phillip’s feet. Alliteration

22 How it tells of the rapture that impels to the swinging and the

ringing of the bells. Rhyme

Activity 3: Poem of the Day: “2 Degrees” by Kathy Jetnil-Kijiner (30 minutes)

1. Students will listen to poetry out loud in order to develop skills and ideas on

how to perform their pieces at the end of the unit.

Ask students to pay attention to the sound devices and performance.

Remind them they will perform their own poem.

2. Play the video Fighting Climate Change with Poems: Kathy Jetnil-Kijiner, Run time 3:56 Source: https://youtu.be/65nhhzhZ_x8

3. Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry.”

Turn to the “2 Degrees” poem.

Show the “Unit Slide Women Poetry 5 Repetition”. Advance to the “2 Degrees” poem.


https://youtu.be/65nhhzhZ_x8



Ask students to put the examples of repetition in boxes, put examples of

alliteration in circles, and underline examples of rhyme on the “2 Degrees”

poem while going over unit slides.

Ask students to take turns to read aloud to class until “lap, listless LiPeinam”,

the example of alliteration. Explain the three sound devices during the

lecture.

The other night my Stanza 1 1-year-old was a fever pressed against my chest We wrestled with a thermometer Stanza 2 that read 99.8 degrees the doctor says technically 100.4 is a fever but I can see her flushed face how she drapes across my lap, listless Have students circle examples of alliteration. LiPeinam is usually a Stanza 3 wobbly walking toddler all chunks and duck footed shaky knees stomping squeaky yellow light up shoes across the edge of the reef And I think Stanza 4 what a difference a few degrees can make Scientists say Stanza 5 if humans warm the world more than 2 degrees then catastrophe will hit Imagine North American wildfires Stanza 6 increasing by 400% Have students put examples of repetition in boxes animal extinction rising by 30% Have students underline examples of rhymes. fresh water declining by 20% thousands, millions displaced Beginning here ask students to identify the 3 sound devices in class. left wandering Alliteration and rhyme wondering what happened?




At a climate change conference Stanza 7 a colleague tells me 2 degrees Repetition is an estimate I tell him for my islands 2 degrees is a gamble at 2 degrees my islands, the Marshall Islands will already be under water this is why our leaders push for 1.5 Seems small Stanza 8 like 0.5 degrees shouldn’t matter like 0.5 degrees are just crumbs like the Marshall Islands must look on a map just crumbs you dust off the table, wipe your hands clean Today LiPeinam is feeling better Stanza 9 she bobs around our backyard drops pebbles and leaves into a plastic bucket before emptying the bucket out and dropping pebbles in again As I watch I think about futility Stanza 10 I think about the world making the same mistakes since the industrial revolution since 1977 when a scientist said 2 degrees was the estimate On Kili atoll Stanza 11 the tides were underestimated patients with a nuclear history threaded into their bloodlines, sleeping in the only clinic on island woke to a wild water world Alliteration a rushing rapid of salt Rhyme closing in around them a sewage of syringes and gauze Stop here. Assign the rest of the poem for homework.





1. Homework for all students. Finish identifying the sound devices in the rest of the “2

Degrees” poem.

a. Finish the Interpreting and Recognizing Repetition, Alliteration, and Rhyme chart of the Repetition, Alliteration, Rhyme Handout as homework.

b. Complete discussion questions. c. Complete the Repetition, Alliteration, and Rhyme Exercise.

2. Homework for all students: Write your own “I Am” poem. Ask students to turn to the “I Am” Poem in their handout.

Tell student this homework is modeled after Janice Mirikitani’s “Desert Flower II” poem.

Choose a community you want to write about. Examples:

A community of causes: environmental, Black Lives Matter, LGBTQ, immigration, women’s rights, labor rights, ethnic rights, language rights, housing rights, education rights, healthcare rights, disability rights.

Your family, your neighborhood, a group of friends, any kind of community you want to write about.

What are you trying to convey in your poem?

What characteristics or aspects of the community are you trying to emphasize in your poem?

What is your concluding line to convey your message?

Tell student they will perform their own poem in front of the class at the end of the unit.

3. Homework for high school students: “Filipino Boogie” poem by Jessica Hagedorn. a. Describe the background of the poem to students.

1898 - 1933 The Philippines was a colony of America.

1942 - 1945 The Philippines was occupied by Japan.

Sitting Bull was an American Indian warrior, 1834–90.

Minnehaha is a fictional Native American woman.

Mohawk people are an indigenous people of North America.

Yellow Peril is a term referring to an unjust and misguided widely held fear of Asians in the West in the late 1800s and early 1900s. It is used as a satire in this poem.

Notice how Jessica Hagedorn writes about American cowboys, Native Americans and Filipino Americans.

b. Ask students to complete Repetition, Alliteration, Rhyme Homework 2.

Identify the 3 sound devices in the “Filipino Boogie” poem. Identify one of each.


RL.7-12.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7-12.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LESSON 6: Form and Review Suggested Time: 85 minutes








W.7-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7-12.10: Write routinely over extended time frames… and shorter time frames… for a range of tasks, purposes, and audiences.


Materials: 1. “AAPI Women Voices: Untold Stories Through Poetry” story 2. “Form Review Handout” 3. Tsai, Kelly. Spoken Word: “Black White Whatever” Kelly Tsai (Def Poetry). Kelly Tsai,

youtube.com, Oct. 3, 2008. Web, accessed Nov. 27, 2016. Run time 4:30. <https://www.youtube.com/watch?v=uNU_Abkqryc>.

4. “Unit Slide Women Poetry 6 Form Review”

Activity 1: Review Previous homework (5 minutes)

Activity 2: Form and Structure of a Poem. Poem of the Day: “Sing with Your Body” by

Janice Mirikitani (20 minutes) Continue to invest students in hearing poetry out loud so they will be able to perform their pieces at the end of the unit.

Today we are going to read Janice Mirikitani’s “Sing with Your Body” as we look to ensure our stanzas and lines match the effect, intensity, or need we have at the moment in our poem.

1. Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry” story

and turn to “Sing with Your Body” by Janice Mirikitani.

2. Begin “Unit Slide Women Poetry 6 Form Review”

3. Form and structure of a poem are

the particular pattern and organization of the poem

they can be created through the length of the lines, their rhythm, and the use of literary devices like rhyme and repetition

4. Say to students: We’ve learned that poems can capture a range of emotions, memories, or even just objects. As we look at the “Sing with Your Body” poem together, try to picture what Janice wants you to feel.





Features to notice in the poem, “Sing with Your Body”:

Observe the unique spacing she uses throughout to mimic dancing.

The placement of the line “go quickly”.

Your interpretation of each line and the concluding line.

5. Have the students take turns reading the poem out loud to the class. 6. Ask students to reflect on how line spacing helps them to remember certain lines. 7. Have students turn to the “Form: Class Discussion” in their handout. 8. Have students share responses on

One interpretation of the poem is a mother encourages her daughter to explore who she is. 9. Wrap up by saying:

One thing poets can do via poetry is to share how to deal with change. What in your life is changing? Is everything the same as it was? Have students quickly record some things that have changed recently for them.

Activity 3: Review the literary devices we have learned in this unit. (5 minutes)

Have students turn to “Reviewing Literary Devices” in their handout.

Ask students to quietly identify the 7 literary devices.

Then review with the whole class.

Question Class Thoughts Notes What words, phrases or l ines in “Sing with Your Body” draw your attention?

What is Mirikitani trying to convey?

What does the concluding l ine, “go quickly to who you are before your mother swallows what she has lost” mean?

EXAMPLE FROM POEM: SIMILE META-

PHOR

ALLITER

-ATION

REPETI-

TION

RHYME POSITIVE

CONNOTATION

NEGATIVE

CONNOTATION

1 “the loo, the crew, the

whole slough”

√

2 “If I could I’d gin, I’d

bargain, I’d take a little troll”

√

3 “Bamboo, pine, plum,

Resilience, strength, beauty”

√




Activity 4: Poem of the Day: “Letter to a Bilingual Poet” by Jamaica Heolimeleikalani Osorio

(30 minutes) 1. Have students bring out their “AAPI Women Voices: Untold Stories Through Poetry” story

and turn “Letter to a Bilingual Poet” by Jamaica Heolimeleikalani Osorio.

2. Show the slide of Jamaica Heolimeleikalani Osorio: Talk a little bit about the background of the poet and poem. a. Native Hawaiian born and raised in Pãlolo Valley, O’ahu. b. Concerned with the coastal use for commercial fisheries, tourism, military, heavy

industry, and other activities c. Actively participates in discussions to address these issues to protect the Hawaiian

ecosystem. d. Board member of Pacific Tongues, an award-winning non-profit organization that

cultivates an active Pacific Islander community of activists, writers, poets, musicians, performers, educators, and leaders

e. Currently a PhD candidate in English at the University of Hawai’i at Mānoa.

3. Have students take turns reading the poem out loud to the class.

4. Ask students to identify the literary devices next to the phrase in their poem. (Stanza 1) I know girls like you The kind to run when seeing stacks of words on top of each other I know the way it makes every part of your body stutter, shake and shatter Rhyme How the insecurity you think youve locked under your skin Comes flying past the surface I know how the repeating consonants remind you of bars Repetition (Stanza 2) And walls Scratch against the back of your throat Like dry chalk Simile How you will cramp and cram your tongue into itself Alliteration Just to make the sounds seem like they fit falling through your lips Alliteration

4 “I am camellias that bloom

at your door” √

5 “and memory is a burnt wire”

√

6 “my crawling, crack-crazed

street sprawled out”

√

7 “like a river of roots, we

spread, connect, grow” √




(Stanza 3) I know how you will write Rhyme Write Write And not know why Not understand the ocean of water falling out Because you will refuse To let a single word under light (Stanza 4) Because you are second language Repetition Second chance You are back of the classroom Without a hand Negative Connotation (not able to raise your hand to offer answer) You are broken body Metaphor and Negative Connotation And beaten tongue Metaphor and Negative Connotation (Stanza 5) You are poems Repetition (There are many ways to write poems.) On poems On poems Because the thought of punctuation makes you want to crawl inside of yourself Metaphor Makes you remember (Stanza 6) You dumb You worthless child Negative Connotation With words no worth Negative Connotation Illiterate They say Illiterate you believe Because your vocabulary dont stretch far enough to understand The way the attempt at that insult is laughable (Stanza 7) No one understands Not even yourself Cant even communicate right Got twice the number of words 4 times the feelings circling in your mind Dont make no sense The ease of the other kids language Only have one world they need to find fitting into their mouth You Clawing at broken century tongue And colonial empire It is a miracle you havent torn yourself completely to pieces just yet (Stanza 8) So many things you dont know Cant understand Can barely see from inside




That cage they built with the rules of their words Metaphor and Negative Connotation Make you believe they own your tongue Metaphor and Negative Connotation And all the fire your saliva spits They dont know how youve severed all their language in half to make it stable To make it mean How bright that light of you shines Rhyme Who would have thought your future would be in words Metaphor and Negative Connotation (Your future is determined by the language you speak.) (Stanza 9) Not you, I know And because you were the last to learn of your brilliance Positive Connotation It will be your job to remember The fractures of beginning The way you built your own fortress from nothing Took those words they called broken And misused And lined the whitest of Houses with your dirty brown speech Negative Connotation (broken words) (Stanza 10) Dont let their walls, cages, rules and commas name you anything other than genius Than strong Than beauty Positive Connotation Because you are transformation embodied Evolution acquired You are two worlds In one throat Metaphor (You are bi-lingual.) The closest thing to coexisting That survives (Stanza 11) You are Jamaica Heolimeleikalani Osorio A chant sung to the heavens You are made of words Built of language And the last thing you should be afraid of Is yourself Concluding line. (You should be proud of who you are.)

Activity 5: Feedback (15 minutes)

1. Pair students according to need or self-selection. (Teacher to decide)

2. Have both students in each pair read each other’s “I Am” poems, and silently record

feedback using the “Feedback Form” in their handout. Give feedback on the clarity of central

idea, the concluding line, and usage of the 7 literary devices.

3. Direct student A to share feedback.

4. Direct student B to share feedback.


Have students revise their “I Am” poem as homework.




Remind students to focus on

1. What are you trying to convey in your poem? (What is the central idea of your poem?)

2. What is your concluding line to convey your message?

3. What words, phrases or lines do you want to use to draw readers’ attention?

4. How would you revise them using the 7 literary devices you have learned about poetry

writing? (simile, metaphor, repetition, alliteration, rhyme, positive and negative connotations)

5. How would you revise your poem with a different form to convey your message?

6. Write your revised poem.

Activity 7: Presentation example (5 minutes)

Play the video, Spoken Word: ‘Black White Whatever’ Kelly Tsai. Run time 4:00 Source: https://www.youtube.com/watch?v=uNU_Abkqryc

Features to Notice: Observe how Kelly changes scenes to provide emphasis. Think through what she wants the audience to learn. What is her theme?

Closing Out Remind students that they will perform their “I Am” poem in the next lesson in front of the

class.

Standards Addressed: RL.7-12.1: Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text. RL.7-12.2: Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.



RL.7-12.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems…



W.7-12.10: Write routinely over extended time frames… and shorter time frames… for a range of tasks, purposes, and audiences


Materials: 1. “Performance Handout” 2. “Central Idea Handout” 3. “Unit Slide Women Poetry 7 Performance”

LESSON 7: Performance Suggested Time: 70 minutes (depending on the number of students in the class)




Activity 1: Performance (65 minutes depending on the number of students in the class)

Thank students for all their hard work in producing, analyzing and writing poetry. “Students, I am impressed by your bravery in taking on poetry. As we learned, it is more than just words on a page that are meant to be dissected. It’s about sharing what is most important to us. It’s also about sharing what is most scary for us. Sometimes it is about sharing what has shaped us most. All of these events and objects are worthy of a poem if we make them. This is also a good practice for you to become a public speaker.” 1. Distribute the Performance Handout

2. Each student performs his/her own “I Am” poem in front of the class.

3. Have students reflect on the poem after each performance on the “Student Shout Out” form.

4. Have a few students share their Shout Out.

Activity 2: Reflection (5 minutes)

1. Revisit What Is Poetry Anticipation Guide in their Central Idea Handout from Lesson 1 to help students review what they have learned over the course of the unit.

2. Turn to Poetry Unit Reflection in their Performance Handout. Answer these questions.

Of the poems you have read, which is your favorite? Explain why.

What is something new that you learned about poetry?

How do you these lessons helped or didn’t help relay the messages and themes of your

poem?

Did your feelings about poetry change as we read more poems and practiced writing

them? Explain.

Would you like to write poems in the future? Why or why not?

3. Collect students’ I Am poem and Poetry Unit Reflection.

Works Cited

Jetnil-Kijiner, Kathy. Fighting Climate Change with Poems: Kathy Jetnil-Kijiner. United Nations Framework Convention on Climate Change, youtube.com, Dec. 3, 2015. Web, accessed Nov 27, 2016. Run time 3:56. <https://www.youtube.com/watch?v=65nhhzhZ_x8>

Jetnil-Kijiner, Kathy. Marshall Islands Poet to the U.N. Climate Summit: “Tell Them We Are Nothing Without Our Islands.” Democracy Now!, youtube.com, Dec. 2, 2015. Web, accessed Nov. 27, 2016. Run time 4:01. <https://www.youtube.com/watch?v=YUO_qijo0us>

Linda. “A Seneca Tale: ‘The Origin of Stories’.” StoryWeb, thestoryweb.com, Nov. 8, 2014. Web, accessed Jan. 20, 2017. <http://www.thestoryweb.com/seneca/>

Mirikitani, Janice. Bad Women, a poem by Janice Mirikitani. The Glide Foundation, youtube.com, June 2, 2010. Web, accessed Nov. 27, 2016. Run time 2:58. <https://www.youtube.com/watch?v=wvPmygOXHLM>

Roberto, Megan. AAPI Women Voices: Untold Stories Through Poetry. Asian Americans Advancing Justice – Los Angeles. Web. <http://advancingjustice-la.org/sites/default/files/AAPIWVPOETRY%20Women_Voices_Untold_Stories_through_Poetry-2.pdf>

Tsai, Kelly. Spoken Word: “Black White Whatever” Kelly Tsai (Def Poetry). Kelly Tsai, youtube.com, Oct. 3, 2008. Web, accessed Nov. 27, 2016. Run time 4:30. <https://www.youtube.com/watch?v=uNU_Abkqryc>





http://advancingjustice-la.org/sites/default/files/AAPIWVPOETRY%20Women_Voices_Untold_Stories_through_Poetry-2.pdf




Documents

AAPI Women Voices: Untold Stories Through Poetry · 2017. 2. 22. · AAPI Women Voices: Untold Stories Through Poetry AdvancingJustice-LA.org 1 AASC.UCLA.org Subject English Language